Learning and Instruction
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Abstract null null Learning from erroneous worked examples could enhance learning in contrast to problem-solving tasks. The type of error was hypothesized to be a moderator and accuracy of error detection and correction a mediator of this effect. This study examines the influence of simple syntactic (the structure of the code) and complex semantic (the logic or content of the code) errors in a programming scenario. Overall, 128 students were assigned to a two (syntactic errors: yes vs. no) × two...
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#1Luke K. Fryer (HKU: University of Hong Kong)H-Index: 14
#2Alex Shum (HKU: University of Hong Kong)H-Index: 3
Last. Peter W. K. Lau (HKU: University of Hong Kong)H-Index: 8
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Abstract How students experience educational environments and the interconnections between their readiness, task experiences and their long-term desire to reengage with course content are critical questions for educators. Research postgraduate students (n = 310) at a research-intensive university in Hong Kong, engaging in a 24-h introductory teaching course, participated in this study. Learner readiness for the course was assessed as prior Domain interest, self-efficacy, and knowledge. Subsequen...
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#1Wenke MöhringH-Index: 11
#2Andrew D. RibnerH-Index: 7
Last. Alexander GrobH-Index: 25
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#1Deirdre McGillicuddy (UCD: University College Dublin)H-Index: 5
Abstract Increasing international attention on wellbeing places the onus on education systems to support children's positive psychosocial development. Despite broad and rich literature highlighting the limitations of implementing ability grouping as pedagogy and its impact on how children ‘do’ and ‘feel’ learning in school, this practice still persists in systems across the OECD. This Irish study draws on qualitative and sociometric data from 3 case study schools with 100 children. It explores h...
1 CitationsSource
Abstract null null Extensive research has demonstrated the benefits of need-supportive teaching, but minimal research has examined social factors that may constrain these benefits. One factor that students experience contemporaneously to need-supportive teaching is classroom disruption. Perceived classroom disruption is a barrier to quality teaching and learning, especially in science, and may be a negative moderator of perceived need-supportive teaching. Using structural equation modelling (N =...
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#1Maaike Engels (UG: University of Groningen)H-Index: 4
#2Jantine L. Spilt (Katholieke Universiteit Leuven)H-Index: 13
Last. Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 39
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Abstract This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth m...
1 CitationsSource
#1Tanmay Sinha (ETH Zurich)H-Index: 11
#2Manu Kapur (ETH Zurich)H-Index: 25
Abstract Although Productive Failure has shown to be effective (Kapur, 2016; Loibl, Roll, & Rummel, 2017), it is not clear if failure in problem-solving is necessary. Initial work in a quasi-experimental setting suggests that explicitly designing for experiences of failure leads to better learning outcomes than designing for success. We build on this to report on a controlled experimental study where students are exposed to failure-driven, success-driven, or no explicit scaffolding in problem-so...
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#1Anika RadkowitschH-Index: 2
#2Michael SailerH-Index: 8
Last. Frank FischerH-Index: 63
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Abstract We investigated how medical students' collaborative diagnostic reasoning, particularly evidence elicitation and sharing, can be facilitated effectively using agent-based simulations. Providing adaptive collaboration scripts has been suggested to increase effectiveness, but existing evidence is diverse and could be affected by unsystematic group constellations. Collaboration scripts have been criticized for undermining learners' agency. We investigate the effect of adaptive and static sc...
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#1Abbie Cahoon (Ulster University)H-Index: 1
#2Camilla Gilmore (Lboro: Loughborough University)H-Index: 32
Last. Victoria Simms (Ulster University)H-Index: 27
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Abstract Most longitudinal evidence explores the average level of development, suggesting that the relationships between a limited number of variables applies to all learners in the same way. This is the first longitudinal study that investigates multiple component numeric skills within a preschool population using a person-centered approach (i.e., a latent transition analysis), thus allowing for an investigation of different subgroup learning pathways of mathematical skills over time. 128 child...
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#1Marlene Wagner (Johannes Kepler University of Linz)
#2Detlef Urhahne (University of Passau)H-Index: 17
Abstract Flipped classroom refers to an instructional approach in which students study educational videos at home and do homework assignments in class. The present study aims to compare flipped classroom with other forms of video-based instruction and determine which types of students benefit most from video-based instruction. Thirty-eight EFL school classes with 848 ninth-grade students took part in a quasi-experimental pre-post-test intervention study over four weeks. Two independent variables...
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